03 8344 3455
Julie McLeod is Professor in Curriculum, Equity and Social Change at the Melbourne Graduate School of Education and Pro Vice-Chancellor (Research Capability) at The University of Melbourne.
Julie researches in the history and sociology of education, with a focus on youth, gender and social change. She was an editor of the journal Gender and Education (2011-2016). She held an Australian Research Council Future Fellowship (2012-2016) and is a Fellow of the Academy of Social Sciences Australia.
03 9035 8166
Lyn Yates is one of Australia's foremost educationists. She has written extensively on gender and education, what makes good education research, and on curriculum in a changing world.
Lyn is a fellow of the Academy of Social Science, a past president and honorary life member of the Australian Association for Research in Education (AARE) and has previously been Pro Vice-Chancellor (Research) at the University of Melbourne. Her recent and current research is about knowledge, reform, and governance issues across schools and universities.
03 9035 8095
Fazal Rizvi is a Professor of Global Studies in Education at the University of Melbourne, as well as an Emeritus Professor at the University of Illinois at Urbana-Champaign. He has written extensively on issues of identity in transnational contexts, globalisation and education policy.
Between 1998 and 2001, Fazal served as Pro Vice Chancellor (International) at RMIT University, and in 1996 established and directed Monash Center for Research in International Education. Fazal's book, Globalizing Education Policy (Routledge 2010) has been widely used in courses around the world. A collection of his essays is published in Encountering Education in the Global: Selected Writings of Fazal Rizvi (Routledge 2014). Fazal is a Fellow of the Australian Academy of the Social Sciences and a past Editor of the journal, Discourse: Studies in Cultural Politics of Education, and past President of the Australian Association of Research in Education. In 2016, Fazal published a major report for the Australian Council of Learned Academies on Australia's Asian Diaspora Advantage. He has also been a member of an international research team on a large ARC funded project on elite schools, which led to the production of a jointly authored book, Class Choreographies: elite schools and globalization (Palgrave 2017). He is currently working in three research areas: Transnationalism and Diaspora Formations; Higher Education policy in India and Southeast Asia; and Rethinking Cosmopolitanism and Learning in Transnational Spaces.
03 9035 7696
Jessica works across the disciplines of sociology and history with particular research interest on the relationship of education to social change and politics, shifting - but persistent - experiences of inequality, and critical theories and methodologies.
Jessica is Senior Lecturer in Education, Equity and Politics. She coordinates Melbourne Graduate School of Education's Masters of Education specialisation Equity, Diversity and Social Change. Jessica was a McKenzie Postdoctoral Fellow, 2012-2015, and has won a number of awards in recognition of her research, including an Early Career Researcher Commendation from The Academy of Social Sciences in Australia in 2015. She publishes widely, and her most recent monograph, Precarious Enterprise: Work, Poverty and Homelessness on the Margins, was published by Palgrave Macmillan.
Dr. Ligia (Licho) López López is a McKenzie Fellow at the Melbourne Graduate School of Education. Her scholarly interests include “diversity,” youth popular and visual cultures as curriculum, migrations, and post-foundational avenues in educational inquiry.
Licho Lopez's current research turns to young people as curricular experts and asks: if schools are for and by young people, how come schools refuse young people’s cultures in the classrooms? How is another curriculum possible? Dr. López’s work has appeared in peer-reviewed journals in Latin America, Australia, the US, and Europe. Her dissertation received AERA’s 2017 Division B Outstanding Dissertation Recognition Award in Curriculum Studies.
03 8344 8533
John Quay has a school teaching background in outdoor environmental education and physical education. His research interests include these areas of teaching as well as teaching more generally, extended by a passion for history and philosophy of education as this informs understanding of curriculum and pedagogy.
John Quay’s research interests revolve around the notion of praxis, particularly the contributions of phenomenological and pragmatic philosophical theories (Dewey, Heidegger, Peirce) applied in experiential learning, outdoor and environmental education, physical education and broader areas of teachers’ work. Central to his ideas are ontological perspectives in education. His most recent book is Understanding Life in School published by Palgrave Macmillan. Recent journal papers include “From human–nature to cultureplace in education via an exploration of unity and relation in the work of Peirce and Dewey” published in advanced online form with Studies in Philosophy and Education.
03 8344 8732
Peter is a Senior Lecturer at the Melbourne Graduate School of Education, with research interests in higher education policy and governance, the sociology of organizations, and the philosophy of technology.
Peter Woelert has a background in philosophy (PhD, University of New South wales) and sociology (MA, University of Frankfurt, Germany). His research focuses on exploring governance and organizational dynamics in the university sector. He has researched and published on issues such as universities’ internal responses to national funding settings, the politics of research performance measurement, universities’ organizational autonomy, and the unintended effects of large-scale policy and governance reform on institutional diversity.
03 8344 9672
Sophie’s research and teaching interests centre on questions of educational justice and equity. Her work seeks to understand political struggles (historically and presently) over educational provision, curriculum, pedagogy and identity.
As a non-Indigenous Australian, Sophie Rudolph has had a long-standing interest in exploring issues of social justice, diversity and equity in education and, in particular, the impact that colonial history has on present day inequalities in Australia. These interests frame her teaching and research practices. Her research includes sociological and historical examinations of education and investigates issues of curriculum, pedagogy and politics in education, policy and practice. Her work is informed by critical and post-structuralist theories and aims to offer opportunities for working towards social change.